In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a 'pedagogy of laughter'. The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally (...) emancipatory? Certainly a revolutionary pedagogue can laugh, but should he or she, and what are the political (if not revolutionary) implications of this laughter? In order to shed new light on Freire's fleeting yet provocative comments, I turn to Jacques Rancière for his emphasis on the aesthetics of politics, and Paulo Virno who connects joke telling with critical theory. Overall, I argue that we need to take Freire's gesture toward a pedagogy of laughter seriously in order to understand the aesthetics of critical pedagogy and the fundamental need for a redistribution of the sensible that underlies educational relations between masters and pupils. (shrink)

Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to (...) domination nor to submission.This paper investigates how such an authoritative balance functions. (shrink)

This article presents the recent literature about Cathedral of See considered from the History of Arts perspective in São Paulo. After highlight some functional, stylistic and historical data about the building idealized by Brazilian Archbishop Dom Duarte Leopoldo e Silva and designed by German engineer Maximilian Emil Hehl , will be highlighted the most important artistic aspects of architecture and Works of Art gathered in the paulist sacred buildings. The article also highlights the Cathedral in its connection with the (...) history of the city and the Archdiocese of São Paulo. (shrink)

Trotsky’s contribution to historical materialism has been subject to two broadly defined critical assessments. Detractors have tended to dismiss his interpretation of Marxism as a form of productive force determinism, while admirers have tended to defend his Marxism as a voluntarist negation of the same. In this essay I argue that both of these opinions share an equally caricatured interpretation of Second International Marxism against which Trotsky is compared. By contrast, I argue that Trotsky’s Marxism can best be understood as (...) a powerful application and deepening of the strongest elements of Second International methodology to a novel set of problems. Thus, against Trotsky’s admirers, I locate his Marxism as both emerging out of, in addition to breaking with, Second International Marxism; while, against his critics, I argue that it was precisely the strengths of this earlier interpretation of Marxism that informed Trotsky’s powerful contributions to historical materialism: his concept of combined and uneven development and his discussion of the role of individual agents within the Marxist interpretation of history. (shrink)

In the beginning came Firstness along with icons that could represent it to an awakening dreamer. In his 2011 monograph on Charles Sanders Peirce and a Religious Metaphysics of Nature, Leon J. Niemoczynski develops a critical appreciation of Peircean Firstness that arises from “the depths of experience” as “the living ground of will, power, and potential” (15). Explicitly attuned to Robert Corrington’s “ecstatic naturalism,” Niemoczynski works his way through Peirce to Schelling in order to de-theologize the reader’s understanding of what (...) might be meant when Peirce uses the word God. Working against a “pantheistic” interpretation that would yet reserve some remnant of God “beyond” the world, Niemoczynski argues .. (shrink)

Paulo Freire : the educator, his oeuvre, and changing contexts -- Holistic interpretations of Freire's work : a critical review -- Critical literacy, praxis, and emancipatory politics -- "Remaining on the same side of the river" : neo-liberalism, party movements, and the struggle for greater coherence -- Reinventing Freire in a Southern context : the Mediterranean -- Engaging with practice : a Freirean reflection on different pedagogical sites.

In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the (...) always already aesthetic nature of all education, I will turn to the aesthetic philosophy of Jacques Rancière. Through Rancière we can begin to understand how the pedagogy of the oppressed is predicated on an aesthetic redistribution of the sensible, of what can be seen and what can be heard. As Rancière will confirm, if we truly want to understand the aesthetics of pedagogy, we cannot simply see aesthetics as external to teaching and learning. Rather, education as an aesthetic event has to be taken seriously, and aesthetics should regain primacy in discussions of critical pedagogy. (shrink)

In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Rancière. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues (...) that that the two theorists hold a common model for theorizing oppression and emancipation as educational processes, distinguished by the differing assumptions they each make about humanity, but that their theories ultimately have opposing implications for educational practices. Galloway further maintains that Freire and Rancière raise similar educational problems and concerns, both theorizing that the character of the relations among teachers, students, and educational materials is crucial to an emancipatory education. Galloway's approach allows discussion of some of the criticisms that have been raised historically about Freire's theory and how these might be addressed to some degree by Rancière's work. Taking the two theories together, she argues that the possibility for an emancipatory education cannot be ignored if education is to be considered as more than merely a process of passing down the skills and knowledge necessary in order to socialize people into current society. (shrink)

Some bioethicists have questioned the desirability of a line of biomedical research aimed at extending the length of our lives over what some think to be its natural limit. In particular, Leon Kass has argued that living longer is not such a great advantage, and that mortality is not a burden after all. In this essay, I evaluate his arguments in favour of such a counterintuitive view by elaborating upon some critical remarks advanced by John Harris. Ultimately, I argue that (...) nothing substantial has been said by Kass to undermine the desirability of life-extending technologies. (shrink)

Léon Walras (1834-1910), a French-born economist working in Switzerland, was one of the founders of mathematical economics (and of marginal utility theory and equilibrium analysis in particular). He here defends self-ownership and collective ownership of the rent from natural resources.

In this article, I argue that Paulo Freire?s liberatory conception of education is interesting, challenging, even transforming because central to it are important aspects of education which other philosophers marginalise. I also argue that Freire?s critics are right when they claim that he paid insufficient attention to another important aspect of education. Finally, I argue for a conception of education which takes account of the strengths and at the same time overcomes the limitations of Freire?s liberatory conception.